For the Region 9 ESD Susan Roudebush May 5, 2006 Advisories For the Region 9 ESD Susan Roudebush May 5, 2006

Agenda Getting Started/Where Are You Now? Addressing the 9 Elements of Design Goals and Outcomes Groupings Schedule Content, theme, format Advisor roles and expectations Professional development Accountability Materials and resources Linking Advisory to other school programs Bridging Design and Implementation: PR 1/17/2019

Getting Started 1/17/2019

Typical Reasons To help students adjust, stay in school To build a stronger learning community among students To increase students’ sense of belonging and respect To provide needed academic advising, coaching, planning To offer a place to work on Oregon’s new graduation requirements or comprehensive guidance and counseling goals 1/17/2019

Why are you planning to implement an advisory program? 1/17/2019

Advisories Facilitate: Academic guidance, Better coordination between home and school, Finding ways for students to be successful, and Students and staff connecting to one another in a peer group fashion. -National Middle School Association website 1/17/2019

Your Design Team Must also Be a PR Team Phase 1, “Building Buy-in”: Involve students! Conduct small, informal forums elevating awareness of the weaknesses in your current structure Update staff on design team work regularly at staff meetings Confer with the union and school board soon! Phase 2, “The PR Campaign”: Implement as design becomes clearer Notify and explain to parents, students and your community Focus on the opportunity your advisory affords your students and community 1/17/2019

The Advisory Puzzle Group- Goals & Out-comes Sched ing uling Linking to other School programs Advisory Roles & Expecta- tions Content Themes Format Profes- sional Devel- opment Materials & Resources Account- ability

1. Goals and Outcomes Start with your mission What goals could advisory have to help your building better achieve that mission? Consider your student population What goals could advisory serve to help them be more successful? Common Goals Address connectivity, personalization Advising/coaching/planning Adjustment Interpersonal skill building CRLS development Parental connections 1/17/2019

2. Groupings What size best serves your goals? Are you diving right in or rolling this out? Which adults in your school can be advisors? #? All faculty Administrators Counselors Support staff How many spaces for advisory exist? How will you group students? If content focused, use single grades If school-community building, use cross-grades How will you assign group members? Staff? Will advisories loop? Will groups stay with the same advisor? 1/17/2019

3. Scheduling What time arrangements can be made at your school? What time arrangements best serve your goals? When, first thing in the morning? Mid-day? All held simultaneously? What day(s) of the week? What about a long block once per term? Mixed scheduling? 1/17/2019

4. Content Theme, Format Given your goals and time structures: What sorts of activities might be most effective? What routines and formats should be established? What are the expected learning outcomes for students? Adjusting to school Community building, promoting a positive climate Academic advising New diploma management 1/17/2019

5. Advisor Roles & Expectations How are advisors different from teachers, counselors, and friends? To what extent are advisors expected to follow a prescribed lesson plan? Are specific outcomes expected, monitored? What materials can advisors expect? When and how will advisors be trained? What will advisors’ role be: With parents? To academics? In career/college planning? In discipline? In monitoring grad requirements? What data will she need and where will she get it? Who supervises? To what effect? Can students become co-leaders? 1/17/2019

6. Professional Development Are staff skilled facilitators? Coaches? Will they be comfortable with the content? How might you train advisors? How might you prepare student co-leaders? 1/17/2019

7. Accountability Will students be accountable for attendance and participation? What sort of assessment rubric will you use? Will advisors be accountable for their effective leadership? Will advisors be required to log activities? Where does the buck stop? How will you measure your advisory program’s effectiveness? 1/17/2019

8.Materials and Resources To accomplish the preceding goals, what materials and resources do you need? Curriculum Speakers Supplies Props Will you use a set curriculum? Where will materials be stored and how will they be disseminated? Might students supply some materials? 1/17/2019

9. Linking Advisory to Other Programs Will your advisory be linked to departments, teams, or other cornerstone? Have you investigated how your goals fit with other programs, services, and courses? How will info flow to advisors from counselors and vice versa? Might advisory connect with student leadership or government? 1/17/2019

Bridging Design with Implementation: PR Involving Students Have them assess/identify priorities Engage them in all steps of design and PR Presenting to faculty Show them the facts Achieve, Inc. OUS Your local CC placement test/retention data Get them involved and connected to the concept Think of someone who advised you in your life and the impact Describe a time you advised someone-what qualities did you offer? Be positive, encouraging and listen! Keep conversation from becoming polarized 1/17/2019

Questions? Feel free to call: Susan Roudebush 541-552-1779 or email: susanroudebush@mindspring.com 1/17/2019

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May 5, 2005 Susan Roudebush, Facilitator Implementing a Senior Portfolio Project: Enhancing Post-secondary Success May 5, 2005 Susan Roudebush, Facilitator

Agenda for the Afternoon Review Oregon’s diploma requirements and the purpose of these Review the Senior Portfolio Project Model Introduce the Senior Portfolio Project Student Manual and Instructor Supplement Activities 1/17/2019

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Oregon’s New Diploma PURPOSE To create K-12 schools that enable each student to demonstrate knowledge and skills they will need for successful post-secondary transitions. 1/17/2019

n. Transition – passage from one place, stage, or subject to another. NEXT STEPS: 4-YEAR COLLEGE/UNIV. COMMUNITY COLLEGE TRANSITIONS WORKFORCE Middle  High School  Postsecondary Next Steps CAREER SCHOOL MILITARY moving purposefully toward graduation and beyond. CITIZENSHIP 1/17/2019

Personalized Learning It’s about RIGOR RELEVANCE Heightened Academic Standards Extended Application Career-Related Learning Experiences CRLS RELATIONSHIPS Personalized Learning Education Plan and Profile Guidance and Counseling student success 1/17/2019

Elements of the Portfolio Project Students complete planning activities, worksheets, and reflections Students plan and complete one CRLE and reflection Students plan and complete one EA and reflection Students evidence mastery of CRLS Students assemble a resume, transcript, and reference letter(s) Students present portfolio and learning 1/17/2019

Benefits of the Senior Portfolio Project Model New diploma requirements can be met in a year--or less Resultant portfolio useful for college or job search Students finish with evidence of accomplishments, skills, and abilities Yields purposefulness and self-assurance 1/17/2019

CIS My PLAN Activities Answer: My strengths, talents, interests, and preferences… What I learned from the career assessments I used… My personal goals… My career goals… Preparation requirements for my goals… High school courses I should consider… My education plans after high school… Activities that support my goals… My plans for career-related learning and work… What I learned about me and my goals from these experiences… Reflections about my learning and achievements so far… My action plan for this year… My support network includes… 1/17/2019

CRLE Components The Plan with: The CRLE The Reflection with: Specific learning objectives Targeted/evaluated CRLS Advisor assessment/corroboration The CRLE The Reflection with: Self-evaluation of learning 1/17/2019

EA Components A plan with: An evaluation by student and mentor Personal statement Resume Project info/proposal Skills and knowledge Work plan/journal CRLS evaluation An evaluation by student and mentor A reflective essay addressing: Rigor Relevance reflection 1/17/2019

CRLS Documentation CRLS Student Evidence Guide Assistance documenting CRLS amid CRLE, EA and other experience Sufficiency and proficiency assessments 1/17/2019

Other Elements of Profile Resume Students use CIS to create resume Reference Letters Students learn to secure good reference letters amid project Transcripts Also included in portfolio 1/17/2019

Oral Presentation 10 minute portfolio and experiential reflection presentation Can be scored as a CRLE as well Scoring tools included in manuals 1/17/2019